LB 2861 
.M8 
Copy 1 




entralt3ation of Scboote, 



it6 lRee&6 anDabvantagea, 




3B^ prot f. B. TIRoctison, for 
tbe past six iscars SuperlntenDent 
of public Scbools, IkingsviUe, ®. 

price ^wcnti2*3f ive dents, ^^eeetr 



^Hy6''^ 



Copi^riabt 1897. 



tEGON f 









erp 




je&ucation* 




HE word '* education " has received various definitions at 
the hands of the best writers, all of which center upon 
one important truth — man is of a triple nature ; this 
triplicity is manifested morally, mentally and physically. 
True education is the perfecting of man m this triplicity of nature. 
The training of the mind and soul for future usefulness is one of 
the most important works to which anyone may be called. It 
seems to us that there is no work which embraces so many points 
of vital importance to the home, the state and the individual as 
that of the teacher. To educate the child for usefulness as a citi- 
zen and as a member of society, requires not only a systematic line 
of instruction, but a decided effort upon the part of the child. 
Truth must be valued and sought, for the mental power which it 
gives; discipline, for the permanent strength which it imparts to 
the soul. Pure, high, noble and patriotic thoughts must be in- 
spired in the youthful minds and hearts, and their energies must 
be wisely directed in the Ime of truth and duty. 

The lowest conception which one may hold in reference to 
education is the acquiring of only such knowledge as will enable 
one to secure the necessities of life and furnish him with shelter 
from the inclemencies of the climate. This low conception of 
education has in the past, and does today, prevail to an alarming 
extent in many parts of our countr5^ Those who have had the 
opportunity for observation, or have taken the time for thought, 
are impressed with the importance of a more extensive education. 



with better facilities, for the great mass of American youths of 
today. If what Dr. Parkhurst has said be true, that " to send ah 
uneducated child into the world is like turning a mad dog into the 
street," then we as loyal men and women are bound by the most 
riafid bonds of state and society, as well as under the most sacred, 
moral obligations to improve, foster and protect those institutions 
which furnish to the young the means of mental culture. Among 
these institutions there are none which demand our attention 
more than the common school, flere is the educational shrine 
around which a large proportion of our youth collect and receive 
that training and discipline which prepares them for the active 
duties of life ; just as these institutions for learning are improved 
and extend greater opportunities for culture and intellectual im- 
provement to the young, so to a large degree will be the success of 
these boys and girls in the future. 

We must admit that our common school system is susceptible 
to change and improvement; for if this is not true, then they must 
forever remain in their present condition from an uncontrollable 
fatality of causes. I am well aware that whenever improvement 
have been suggested in the past, contemplating any radical 
change in our system of education, it has been met with decided 
opposition from those who should have been its best advo- 
cates. Gallileo, when he had invented the telescope and turned it 
towards the blue dome of heaven, beholding the beauty of the 
glittering orbs thus revealed to his sight, found that many of his 
co-workers in this great field of science refused to avail themselves 
of the advantages of this wonderful instrument, and they went 
down to life's close ignorant of much knowledge available to 
them. A few years ago when the surveyors passed through our 
country laying out routes for the railroad lines, men argued long 
and well, saying that these railroads would ruin the country, turn 
teamsters and teams out of employment, and prove disastrous to 
our interests in every conceivable way; yet all admit today that 
these same railroads have been one of the greatest blessings of 



modern times. A few years ago, when a few members of Boards 
of Education in tiie rural districts of Oriio advocated the paying 
of teachers a fixed salary and the abandonment of the plan requir- 
ing the teacher to " board around," they were met by opposition, 
both from members of the board and patrons of the school, and 
ill-omened prophecies and illogical arguments were again 
brought forward. The right prevailed and the "boarding around" 
of the Ohio teacher is of the past. By these experiences we ought 
to have learned that any important improvement, in whatever 
field we are laboring, will meet with opposition, and in order to 
perfect a change, it becomes necessary to investigate the proposed 
system dispassionately and without prejudice, and if need be, with 
mathematical exactness. If the system stands the test of such 
an investigation, then all candid, enlightened, interested persons 
are morally bound to advocate the system in every reasonable 
way. 

That there is need of a change in our present rural system of 
education is evident. If our knowledge of educational institutions 
and systems (as is too often the case) be based upon what we have 
read in our daily papers, or the magazines of our country, or what 
we have heard from the lips of some brilliant orator when he was 
paying a glowing tribute to our educational advantages and sys- 
tems, then we have no cause for apprehension; but if we go forth 
into the rural districts of our country and examine the schools 
critically, observe the actual interest taken in the schools and 
manifested for their prosperity, we discover an apathy and in- 
difference as to the character and usefulness of the common 
school which we little expected. This indifference is manifested 
in many ways. Perhaps that which first attracts the attention of 
a critical observer in rural districts is that the patrons of the 
school seldom visit it. If a man is hired upon the farm, he is 
given careful thought and attention. It is necessary to look after 
his labors several times each day, but in matters of such moment 
as the training of the child's intellect for life's duties and his 



soul for eternity, the parent becomes quite indifferent and gives it 
no thought or attention, unless the child itself brings to the atten- 
tion of the parent some adverse report of the teacher's work in 
school. Then the parent is quite willing to accept this report ver- 
batim, without investigation, and condemn the work of the teacher. 
Now this same parent would not accept the child's decision for a 
single moment upon questions pertaining to the selection of cloth- 
ing, furnishing or repairing the farm buildings, yet he does not 
hesitate to accept in full his judgment upon questions pertaining 
to his education. This is wrong and is indicative of his indifference 
to the character of the school which his child attends. I have no 
doubt but that this indifference is partly the effect of habit, being 
influenced by his ancestors before him and his neighbors who live 
near him, yet he will hardly give as a reason for not visiting the 
school, that he never saw his father within the walls of a school 
room, although it is possible that this is the chief reason. If 
asked why he does not visit the school or take more interest in its 
character, he will probably say that he has not the time, or that 
he does not feel competent to judge of its work, or some similar 
answer which is equally indicative of a want of interest. We be- 
lieve that one of the most effective ways of stimulating more in- 
terest in local educational affairs is by centralization, that is to 
unite the sub-district schools of a township into a common central 
school, and provide for the conveyance of the pupils to and from 
school by the use of coaches. This is not an untried plan, but has 
proved its practical value by over twenty years' test in Massa- 
chusetts — Concord, a town of 4,000 inhabitants, situated twenty 
miles from Boston, and was the first town to introduce this 
system in the U. S. The result of this inovation in the school 
system of this village was carefully observed with no little interest 
by educators in Massachusetts. At the time of consolidating the 
schools of Concord there were twelve separate schools, occupying 
eleven school buildings, located in different parts of the township. 
Five were located in the village and the rest ranging from one and 



..-1 



one-half to three miles from the village. In 1880, after a vigorous 
and well directed campaign, an appropriation was secured, and an 
eight-roomed school building was erected in the village. The 
superintendent of the Concord schools in his annual report says : 
''An immediate and inevitable improvement in every quality that 
distmguishes a good from a poor school resulted." The result 
was that the state legislature sanctioned the plan and enacted a 
law permitting townships in the state to vote on the question of 
consolidatmg their schools, and wherever the people favored the 
plan, the Board of Education was directed to make the changes 
■and appropriations necessary to put it in operation. At that time 
there were a large number of country districts, and today there 
is scarcely a small school in the state. 

The following is taken from an address delivered by Professor 
J. P. Treat, of Geneva, O., before the Teachers' Institute of Dela- 
ware county during the institute session of 1897 : '' What Concord 
was to Massachusetts in this pioneer educational reform, Kings- 
ville, Ashtabula county, promises to be to,the Buckeye state, and 
it is fitting that Ohio's Concord should be located on the Western 
Reserve, where really progressive ideas are very likely to take root 
and bear good fruit, notwithstanding its well known conservatism. 
The people of Kingsville, like the people of Concord, found that 
their sub-districts were very small, and their results, educationally 
speaking, far from being satisfactory. After considerable dis- 
cussion the remedy of consolidation was proposed, and that, too, 
as far as I can learn, without any special knowledge of what Mas- 
sachussetts was doing along the same line." 

In order to consolidate the schools and provide for 
the conveyance of the pupils to and from the central build- 
ing in Kingsville, it was necessary to se-cure special legis- 
lation. The following bill was passed by the Ohio state 
legislature April 17, 1894: Section I. Be it enacted by the 
General Assembly of the state of Ohio, that any board of educa- 
tion in any township, which by the census of 1890 had a popula- 



tion not less than 1,710 nor more than 1,715 ; of any county, which 
by the same census had not less than 43,650 nor more than 43,660 
inhabitants, may, at their discretion, appropriate funds derived 
from the school tax levy of said township for the conveyance of 
pupils in sub-districts from their homes to the high school building 
of such township; provided, such appropriation for any sub-district 
shall not exceed the amount necessary, in the judgment of the 
board, for the maintenance of a teacher in such, sub-district for 
the same period of time. 

The need of a more general law was brought to the attention 
of the state legislature in 1895-96, and on April 27, 1896, the follow- 
ing bill was passed, beins: House Bill 880 of the 1896 Laws of Ohio : 
Be it enacted by the General Assembly of the state of Ohio, 
that the board of education of any township district situated in 
the counties of Stark, Ashtabula and Portage may, when in its 
opinion it will be for the best interest of the pupils in any sub- 
district, suspend the school in such sub-district and provide for the 
conveyance of said pupils to such other district or districts as may 
be convenient for them ; the cost of such conveyance to be paid 
out of the contingent fund of said district; provided, the board of 
any special school district in any county mentioned above may 
provide for the conveyance of pupils out of contingent funds, the 
same as township districts aforesaid. 

No compulsion was used in putting the system in use at Kings- 
ville, O., but each sub-district was admitted upon a written peti- 
tion signed by the patrons of the school in the district. The peo- 
ple of Kingsville being a progressive and intelligent people, the 
difficulties of putting in operation such a system were not as great, 
and the objections were not as many, as may be experienced in 
many localities. One of the principal objections which we have 
met in our discussion of the subject in different sections of the 
state, comes from teachers or their friends, who apparently see 
that with centralization of schools it may be more difficult for 
them to secure positions as teachers. In answering this objection, 



we ask the question, " For which class of persons are the district 
schools of our country, teachers or pupils?" If they are for the 
benefit of the pupils, it would then be wise to employ that method 
which would give the best results for the expenditure of a given 
amount of money ; but if they are to be used for missionary 
purposes to give employment to a few teachers, regardless of 
results upon the pupils, then these young pupils deserve our 
deepest sympathies. 



Zt)c IReeb of Centralisation of Scboote* 




NY person who will take the time to investigate the man- 
agement of the rural schools of today will find them 
wholly inadequate to the great demands made upon 
them. These are the minor fountains of knowledge, at 
which a large number of American youths receive that training 
and mental discipline which must have an essential bearing upon 
individual and national prosperity. 

After a careful investigation of rural schools we find but few 
which have anything like system. There is no course of study, 
hence no plan for the mental development of the pupils. Pupils 
are permitted to take up such work as they prefer and omit that 
which they dishke. A teacher is only employed for a term of 
two or three months, and unless he conducts the school to suit 
the caprices of a particular few, he is discharged (that the mem- 
ber of the board of education- may receive a re-election to his 
office at the expiration of his term) and another teacher is em- 
ployed for the following term ; in this way teachers are being 
changed in the school from term to term and pupils are doing the 
same grade of work over and over, thus losing all interest in their 
studies. In many of these schools the classes consist of only two or 
three pupils, and their work is characterized by a lack of interest 
and enthusiasm. Interest and enthusiasm are important character- 
istics in the education of the young, and are only cultivated in the 
highest degree by the associations of numbers. 

However deplorable all the other defects which are so abun- 
dant in one common school system, we believe that which towers 




o 

cr 
o 

o 




above all the others is the complete lack of system. '' System is 
the first law of heaven," and should characterize every depart- 
ment of school work. It is that which gives form and beauty to 
all material objects. What is it but complete system which causes 
the various heavenly bodies to glide upon their silvery courses 
through space, crossing and recrossing the paths, the one of the 
other, yet all travel forward in perfect harmony. It is the perfect 
system in the construction and arrangement ot the several parts of 
the watch which causes it to point out to us the correct time from 
day to day. 

If system and arrangement are so important with material 
objects to obtain the best results, how much more important it 
must be in the education of the young. It is true that the teacher 
is not responsible for the lack of system in our rural schools. Let 
the teacher be as well qualified as possible for her work, place h^r 
in any one of these schools, and we will find that it will be im- 
possible for her to do more than superficial work, on account of 
the large number of classes to recite each day, the few pupils in 
each class and the opposition that she will meet from members of 
the board of education and patrons of the school, if she attempts 
to introduce any improved methods of conducting the school. We 
can call to mind now several townships in our home county where 
teachers have attempted the improvement of the schools under 
their charge during the past two or three years, and each trial has 
resulted in failure, from the opposition of parents and a lack of 
co-operation upon the part of the boards of education. 

Let us look into one of these rural schools and ascertain the 
exact conditions under which the teacher is compelled to conduct 
her work. First, we find that the number of pupils vary from dis- 
trict to district, and this variation of numbers determines the size 
of the several classes. Now, the average rural school contains 
from three to twenty pupils, and the classes in such a school will 
consist of from one to four pupils ; the number of recitations in 
the school will be from twenty-one to forty. We have been 



unable to find more than two or three rural schools during the 
past year which had less than thirty daily recitations, and in each 
school that had less than thirty daily recitations, the enrollment 
was below ten pupils. It is a well known pedagogical fact that 
the work of the teacher depends more upon the number of recita- 
tions to recite than upon the number of pupils in attendance at 
the school. That is, a teacher with fifty pupils in a school of two 
grades would have about twelve daily recitations, while a teacher 
in a rural district school of fifteen or twenty pupils would have 
about three times that number. Allowing one hour's time each 
day for the calling of recitations and miscellaneous work, one- 
half hour for recesses, we would have remaining four and one- 
half hours for recitations. In the graded school it would give us 
recitations of twenty-two and one-half minutes each ; in the dis- 
trict school of seven and one-half minutes each. If we give these 
facts careful thought, we will observe that it is practically im- 
possible for a teacher to do any degree of satisfactory work with 
recitations limited to seven and one-half minutes The opponents 
of centralization bring forward the argument that with the school 
of twenty the teacher has an opportunity for more individual 
work. This objection has been answered previously, but as we 
have access to an almost unlimited resource of arguments that 
can be presented, each based upon psychological truths which have 
been demonstrated in the practical work of the school-room, we 
will present another: Admit for argument's sake that the teacher 
in the rural school has an opportunity for more individual work 
(although this cannot be true in the average district school on 
account of the larger number of recitations). This proves in- 
jurious to the pupils instead of a benefit, for '' the mind 
is developed only by its own activities," and all assistance 
of the teacher, more than to lead the pupils to recognize and 
understand principles, is a detriment to the mental growth of 
the pupils, and such explanation of principles should be given 
during the recitation and not privately. Every difficult problem 



solved by the teacher develops her mental powers and not those 
of the pupil. In the rural sub-district school we find the attend- 
ance of pupils very irregular, and tardiness is a common character- 
istic. Where is the teacher in a rural school who is not annoyed 
morning after morning by tardy pupils, and what teacher does not 
find it to be true that the tendency of parents is to keep the 
pupils from school for the most trivial excuses ? 

We have a system which has stood the test of practical experi- 
ment for several years, which we believe is particularly calculated 
to correct efficiently the defects in our country school system. If 
this system proposed is found to be based upon right principles; if 
we find it calculated to benefit the public by its practical operation; 
if pupils can in the same time and at the same expense as now, or 
even at less expense, acquire two or three times the amount of 
actual, available knowledge; if instead of giving him an abnormal 
and superficial education, it conducts him step by step through a 
systematic course of instruction, drawing out all the mental powers 
harijioniously and naturally; giving the pupil a practical education 
in all legitimate subjects of investigation; if ail these should appear 
to be the natural results of that system, is it not evident, then, that 
this system should be immediately employed in the education of 
our youth? We believe that the welfare of the rising generation 
demands it ; that patriotism and filial duty require it. Are not 
the voters of every community bound by the most sacred duty of 
citizenship and the demand of justice not to withhold from pos- 
terity a benefit which has been proven by practical experiment to 
be far superior to the present system in use and which they have 
the power to confer ? There can be but one conclusion to this 
question. All candid, enlightened, impartial men will decide in 
the affirmative. 

Let all who are interested in the education of the young in- 
vestigate the proposed system, taking up the particulars one by 
one, and if need be, with mathematical exactness determine their 
practicability, remembering consequences of no ordinary moment 



hang upon one decision. The preparation of the youth of our 
country for life's duties rests upon our deliberations and according 
to our final conclusion, their chances for success in life will either 
be brightened or permitted to fade into the dim future. My friends, 
your boys and girls in the near future will be compelled to enter 
the great battle of life and combat with those who are being edu- 
cated in the well graded schools of our towns, villages and cities, 
and if we expect our children of the rural districts to acquit them- 
selves with any degree of success in this great conflict of life, then 
we niost assuredly mast furnish them with similar opportunities 
for preparation. 

The system proposed for the improvement of rural schools was 
first put in operation, in Ohio, at Kingsville, Ashtabula county, 
five years ago, F. E. Morrison, the present superintendent, being 
'in charge of the schools at that time. 

' The contracts for conveying the pupils are let upon competi- 
tive bids, the lowest responsible bidder being awarded the contract. 
-The board of education in selecting drivers use the same judgment 
as in the employment of a teacher, the moral standing of the 
bidder being considered, as well as the lowness of his bid. The 
conveyances are seated lengthways, as shown in the cut, and are 
furnished with a step at the rear by which the pupils enter and 
leave the coach The conveyances are furnished with cushioned 
seats, blankets and robes sufficient to make the pupils warm and 
'comfortable, and are supplied with rubber cloth curtains on the 
sides and at the ends, so that each coach Can be tightly closed in 
wet and stormy weather, and the curtains raised upon warui and 
pleasant days. The pupils report that they are more comfortable 
in these conveyances than they formerly were when they were re- 
quired to walk through the rain, mud and snow, even for the dis- 
tance of one-half mile. P'oUowing is the form for the driver's con- 
tract as used at Kingsville, O.: 



CONTRACT agreement: 

Ubis Brticle of Bgreement was made this, the... , 

day of 189 between the Board of Education of Kingsville 

township, parties of the first part, and 

party of the second part. 

FIRST— The said party of the second part does hereby, for himself, his 
heirs, executors and administrators, covenant, promise and agree, with the 
said parties of the first part and their successors, that he will, for the sum of 
dollars per day, for the school days from Monday to Fri- 
day, inclusive, throughout the school year of 189. .., furnish a suitable covered 
conveyance (approved by the said Board), said conveyance to be provided with 
side and end curtains which may be raised or removed on warm days and 
tightly closed on cold or stormy days; the said conveyance also to be provided 
with cushions for the seats and suitable blankets for the comfort of the pupils ; 

the said party of the second part to gather the pupils of District No from 

their homes and to convey them to the High School Building in suitable time 
for school (arriving at High School Building not earlier than 8:30 nor later 
than 8:40 a. m., sun time), returning them to their homes in stormy weather; 
leaving the High School Building on the return trip not earlier than 3:40 p. m., 
nor later than 3:45 p.m., sun time. The party of the second part further 
agrees that no profane, immoral nor indecent language shall be used by him- 
self or others in the conveyance during the transportation of the pupils to and 
from the school building; also, that he will allow no tobacco or spiritous 
liquors to be used in the conveyance by any person or persons, 

SECOND— The said parties of the first part do hereby, for themselves and 
their successors, covenant, promise and agree to the said party of the second 
part, in consideration of the covenants and agreements being strictly per- 
formed and kept by the said party of the second part as specified, they will 
well and truly pay, or cause to be paid, unto the party of the second part or his 

assignees the sum of dollars per school day, for the school 

year, for the services rendered, payable monthly. 

REMARKS: 



Ix Witness Whereof, the parties of these presents have hereunto 

set their hands and seals this the day of 

A. D 189... 



Jg^Each accepted bidder is required to furnish a bond of 8200 for the faith- 
ful fulfillment of such contract. 

•13 



The coaches are arranged so as to carry from eighteen to 
twenty-four pupils, and are furnished by the parties securing the 
contracts. The question is frequently asked if it is not diflficult to 
secure bidders upon these contracts? During the five years of 
trial in Kingsville, at each annual letting of contracts, there have 
been several bidders for each route, and the number of bidders 
upon the present contracts exceeded the number of any previous 
year. The average price paid for the conveyance of pupils to and 
from the central school for the present year is $1.23 per day for 
each route. This is less than the wages of a good teacher for the 
same period of time, besides the saving of many dollars upon in- 
cidental expenses and repairs. 



Hbvantages of Centralisation* 



& 



ENTRALIZATION gives the pupils in the several sub- 
districts between the ages of fourteen and seventeen 
an opportunity to attend school where they will not 
feel humiliated or out of place on account of the 
presence of a large number of primary pupils. It is a 
well known fact that in the average rural district the larger 
number of boys and girls between the ages of fourteen and 
seventeen are not in school, and when questioned in reference 
to the reason for not attending, it is readily discovered that these 
boys and girls have a desire for an education; but from a sense of 
pride of being obliged to attend school in a room where primary 
pupils are in the great majority and where the classes have but 
few pupils, they lose interest in their school work and remain at 
home. The boys and girls of this age are the persons that should 
be receiving the advantages of a good school, and this can be done 
by centralization. 

2. It mak«s it possible to systematize the work and grade the 
pupils. By the present sub-district system in each township, we 
have from eight to sixteen teachers giving instructions to classes 
of from one to seven pupils, in the same grade of work in each 
sub-district of the township. This is an extravagant waste of time, 
and would not be permitted in any other line of business at the 
present time. If we convey these pupils to a central school and, 
employ a teacher for the primary work, another for the interme- 
diate work, and a third for the grammar work, we would do 
much more efficient work. The primary teacher would give the 



instructions to the primary grade of pupils, giving more 
time to the recitations, because she would have fewer of 
them, and would be afforded the opportunity to em- 
ploy ail her energies in this grade of work. There are only 
a few teachers who are equally fitted both naturally and pro- 
fessionally to give instructions in all grades of school work, there- 
fore, by centralization we would De able to select the teachers who 
are especially fitted for the different grades of work; hence, we 
would insure better work in the several departments upon the 
part of the teacher than by the present system. What is true in 
reference to the primary work, would be true in all other depart- 
ments of school work. 

3. It reduces the tardiness and irregular attendance to the 
minimum. The coaches are required to arrive at the central 
school building before 8:45 o'clock each morning, and the pupils 
coming from the several sub-districts are at the school building 
ready to take up their work at the beginning of the morning ses- 
sion. This not only leads the pupils to acquire the characteristic 
of being prompt, but gives them the benefit of the entire day's 
work. We also find that parents are not asking for pupils to be 
excused from the session for trivial reasons, as is the case in rural 
districts, but that the pupils remain throughout the school hours 
of the day and return to their homes in the coaches at the close of 
school. It is true that the pupils, being members of a centralized 
graded school where there are large classes, find that if they are 
absent from school they cannot keep their place in the class; 
hence, we have this incentive to regular attendance. 

4. From a moral standpoint, centralization is beneficial in 
protecting and cultivating good morals. The pupils are in charge 
of a competent driver from the time they leave home in the morn- 
ing until they are placed in charge of the teachers. This is also 
-true upon the return trip after school until they arrive at home. 
Thus all opportunities for quarreling, the use of improper lan- 
guage, or for improper conduct on the way to and from school 

i6 



are removed. The association together of all the young people of 
a township leads to a higher degree of culture and refinement, 
which is of great importance in insuring the success of the young 
when they enter upon the active duties of life. 

5. By centralization an education is furnished to the pupils of 
rural districts practically at their own door, the conveyance coming 
for them in the morning and returning them to their homes at the 
close of school. With the conveniences that are furnished with 
these covered coaches there are no cold feet or wet feet and cloth- 
ing, but the pupils are delivered at tlie school building in the most 
favorable condition for mental work. 

6. Pupils have the advantages of more extended associations, 
larger classes with which to recite, and that interest, enthusiasm 
and confidence which numbers alone inspire. The advantages of 
each of these characteristics will be evident to the thoughtful 
mind. A teacher who has enjoyed the privilege of conducting 
recitations characterized by competition and enthusiasm induced 
by numbers will need no further argument in favor of centraliza- 
tion of schools. 

7. The centralization of schools is not more expensive than 
the old sub-district system. To illustrate, let us suppose that a 
certain township has a valuation of taxable property to the 
amount of |500,000, with a tax levy of six mills for school pur- 
poses; this would produce a school fund of |3,000. Suppose this 
township to have ten sub-district schools. The employment of ten 
teachers at a salary of $25 per month for nine months would cost 
12,250; the incidental expenses, consisting of fuel, repairs, maps, 
globes, painting and insurance, would average at least |40 for each 
sub-district, which would amount to |400; miscellaneous expenses 
estimate $200; total cost of sub-district system $2,850. Now by cen- 
tralization of the schools in the average township the expenses 
would be about as follows: 



I? 



3 Teachers @ |25 per month, 9 months $ 675 

6 Drivers @ 11.25 per day, 180 days 1,350 

3 Incidental expenses for 3 departments 120 

Miscellaneous expenses 150 

Total expense .$2,295 

Gain by centralization, $555 per year. 

This is a general supposition. At Madison, Lake county, the 
Board of Education reports a saving of $800 in a single year. At jj[[ 

Kingsville, Ashtabula county, there was a saving ot $1,000 in three L 

years. We have not learned of a single nistance where central 
ization has been tried that the expenditures of the school fund 
exceeded those of the sub-district system. Considering the 
results obtained, certainly there should be no hesitancy 
upon the part of tax payers in adopting the system. Care- 
ful estimates have been made by experienced men, and 
from the practical workings of the system of centralization, it is 
evident that boards of education can erect the necessary buildnigs 
for the centralization of their schools. Give all the pupils of the 
township the advantages of these higher grade schools, and in a 
period of from five to fifteen years pay for the erection of the 
school building and the maintenance of the school, without any 
larger expenditure of school funds than by the sub-district system. 
In other words, there will be the saving of commodious and con- 
venient school buildings necessary for the education of the pupils 
of a township in this period of time. If we were to inform you of 
a similar fact in any other line of business, the public in general 
would hasten to accept it, but when it is in the line of public edu- 
cation, requiring the outlay of only $4 or $5 at the highest to each 
individual tax-payer, and this to be returned with large dividends 
in the near future, there is a hesitancy that ought not to exist; M 

but when we have demonstrated with mathematical exactness that 
there is an actual saving to the tax-payer with larger returns of 
the money invested, it is difficult for us to understand why he does 
not hasten to bring about the changes. 

i8 



^ 



That which has been tested and found to prove true in Mas- 
sachusetts, Ohio, New York, Pennsylvania, West Virginia and 
Kentucky, will, under ordinary circumstances, prove true with 
other places. Several townships in New York, Pennsylvania, 
Ohio, West Virginia and Kentucky have adopted what is known 
as the " Kingsville Plan of Centralization of Schools," since its 
trial at Kingsville, Ohio, and so far as we have been able to learn, 
each trial has been a practical demonstration of the facts given in 
this work. Hon. E. J. Clapp, ex-Member of the Ohio Legislature, 
says: "If I wanted to see how much public money I could ex- 
pend, without getting any return for the same, I would continue 
the present sub-district system of education." 

8. By centralization it is possible to formulate and effectively 
carry into operation, a course of study. Boards of Education and 
teachers in the past have realized the importance of having and 
following a course of study in the edu*?ation of the young. But 
when they have attempted to effect this change in their schools, 
they have found it practically impossible ; for, under the sub-district 
system, it would require the teacher to give instruction in at least 
eight different grades of work, which represents some forty-five 
classes for daily recitation. It is practically impossible for any one 
teacher to give instructions daily in this number of recitations. 
By centralization, we would have, according to the number of 
pupils to receive instructions, three or four teachers to give in- 
structions ; but we would have no more recitations than in a single 
district school, where all grades of pupils are represented. Hence, 
we would have only from ten to fifteen recitations for each teacher 
for the day. This would give ample time for systematic and thor- 
ough work. 

The importance of systematic work in the school is evident. 
If we were to employ a mechanic to erect a building, would we 
select one without a plan? One who would saw the timbers here 
or there without measurement and regardless of form, or would we 
select a mechanic who has a plan, and who will endeavor to follow 

19 



it skillfully ? Certainly we would select the last mentioned me- 
chanic, and then we would have reason to expect a symetrical and 
spleadid edifice when completed. You may as well expect a beau- 
tiful and elegant piece of architecture from a mechanic without a 
plan or system in his work, as to expect a symetrical and well- 
developed mind from a school without system or plan of instruc- 
tions, based upon psychological truths. System, perfect system, 
is the secret of success in the counting house, and all other com- 
mercial and mechanical enterprises, and is no less valuable in all 
true educational work. It can be had in rural schools only by 
centralization of schools or the employment of from two to three 
teachers for each sub-district school, which would be impractica- 
ble. 

9. It gives the country boys and girls similar educational 
advantages to those enjoyed by the boys and girls of the larger 
villages and cities. 

10. It brings all parts of the township into closer touch and 
sympathy ; unites the board of education with common interests, 
each feeling that they have an equal interest in the school. 
Therefore wrangling and dissentions are unknown among the 
members, and all are interested in the success and progress of the 
school. 

11. It increases the value of real estate. At the time of the 
centralization of schools in KingsviUe, there were several vacant 
farm houses in the township, but at the present time all are oc- 
cupied, and I have before me several applications from parents 
who desire us to find for them, if possible, property that they can 
rent for the coming year. Each of these applicants states that he 
has children to educate and desires to move into the township so 
that his children can be conveyed to a graded school. What is 
true in KingsviUe I find to be true in other places where they have 
adopted centralization of schools. 

12. It gives the parents an opportunity to communicate daily 
with the village, saving the time of making special trips to the 



village for groceries and similar errands. The children are mail 
carriers — thus each home gets its mail daily. 

These are some of the many advantages of centralization of 
country schools. In Kingsville the longest route is four and one- 
half miles. In some townships the routes are at least seven miles 
long. We believe that the routes should be so arranged as not to 
exceed five miles, if such an arrangement is possible. 

The following is taken from State School Commissioner Hon. 
O. T. Corson's Forty-Third Annual Keport to the Governor of Ohio: 

*'Asthe state grows older the country school problem in- 
creases in both importance, and difficulty of solution. In some 
localities the sparseness of the population becomes a very impor- 
tant factor in its consideration, and in such localities, provided the 
roads are good, the true solution is no doubt found in the convey- 
ance of the children to and from a central school. Special laws, 
authorizing boards of education to establish such schools in Lake, 
Geauga, Cuyahoga, Ashtabula, Stark and Portage counties, 
•already exist and the plan is no longer an experiment. 

'' One of the first schools established under this special legisla- 
tion is located at Kingsville, Ashtabula county. The schools in 
that locality under the old plan were very small, and therefore 
necessarily very expensive, from the standpoint of either the per 
capita cost or the results attained. Under the new plan of con- 
solidation, which has been in operation nearly four years, several 
of the outlying districts were abandoned ; and the pupils conveyed 
to the school at the center of the town in wagons, specially pro- 
vided for the purpose. The expense of schooling the children has 
thus been reduced nearly one-half, the daily attendance has been 
very largely increased, and the quality of the work done has been 
greatly improved. The following quotations, taken from a recent 
report of Supt. F. E. Morrison, of Kingsville, show the decided 
advantages of this plan : 

*' ' By this system the pupils of the sub-districts are given the 
same advantages for obtaining an education as the village pupils. 



and this result naa been obtained without working any disadvan- 
tage to the village pupils, for we have been enabled to open a new 
room and supply another teacher in the village schools, thus 
reducing the number of grades in each room and giving all the 
pupils better school advantages. We have sufficient room yet for 
several more pupils without crowding the rooms. 

" ' The pupils of the sub-districts have not only been given 
the advantage of more extended associations and larger classes 
with which to recite, but they have also the advantages of a school 
where the teacher has fewer recitations and can give more time 
and attention to each recitation, thus the pupil's progress is much 
more rapid than is possible in a school where there are three times 
as many classes and one-sixth the number of pupils. It is a fact 
that the work of the teacher depends more upon the number of 
classes to recite than the number of pupils in attendance. It is a 
pleasure, indeed, to note that the attendance in the sub-districts 
that have availed themselves of the new system, has increased from 
fifty to one hundred and fifty per cent, in some cases ; and a large 
increase m ail cases. The daily attendance in the same sub-districts 
has increased from fifty or sixty per cent, to ninety or ninety- five 
per cent., thus increasing greatly the returns from the school 
fund invested. This has been accomplished at a saving of more 
than one thousand dollars to the taxpayers in the three years.' 

•' What is true of Kingsville is in a large measure true of other 
localities in Lake, Geauga, and other counties to which the special 
legislation is applicable, and the plan is worthy of the earnest 
attention and study of all who are interested in the welfare of the 
country schools." 

Selected testimonials of townships that have recently adopted 
the system : 

Trumbull, Ashtabula Co., has the past year consolidated five 
districts, having a total of eighty pupils, bringing them to a central 
school by means of four wagons. These conveyances had from 
four to seven miles per day to cover, and cost the board from |1.00 



] 



to |] ,44 per day. Under the new system, the attendance has in- 
creased over twenty-three per cent., and Mr. Goodell, the Town- 
ship clerk writes us that ''It is conceded by nearly all who send to 
school that they have been worth more than double what they 
were under the old system." A year ago one district paid $25.00 
per month for a teacher, with an average of three pupils. This 
year there has been an average attendance from that district of 
eight scholars. 

The Windsor, O., Clerk of Schools writes that while they have 
not been operating under the new plan long, all are well satisfied 
with the change. The Clerk of the Board of Education writes : 
** We like the system and everyone seems pleased. The advan- 
tages gamed are so much greater than under the old way, and at 
comparatively the same cost." 

The Kingsville schools are filled to overflowing. Chairs have 
to be set around the walls in some of the rooms, and all the seats 
have two pupils in them. There are no vacant houses in town, 
and inquiries for farms are heard nearly every day from someone 
who wishes to move into the township in order to send their chil- 
dren to the schools. — Ashtabula Telegraph, December 13, 1897. 

Two years' trial and observation of the plan of consolidating 
schools and transporting pupils has proven to us the wisdom of 
the plan. The law requires that the money raised for educational 
purposes shall be so used as to give all the youth of the state equal 
educational advantages. That the way the school money was ex- 
pended under the old plan, utterly failed to meet this requirement 
of the law, can not be questioned. That consolidation is an im- 
portant step toward giving to pupils in the rural districts equal 
educational privileges with the pupils in cities and towns and thus 
carrying into effect the spirit and intention of our school laws, is, 
it seems to us, so evident as to need no defense. The board of 
education, which is using the school funds, aims to give all of the 
children equal advantages to gain an education is certainly work- 
ing conformity to law, and, if necessary, will be sustained by the 

23 



courts of our state. Much of the opposition to the new plan 
which was noticeable a year ago, we are glad to say, is dying out. 
Several influential citizens, patrons of our schools, who, a year ago 
were either opposed to the plan or satisfied with the old way, have 
recently expressed themselves as now being in favor of consolida- 
tion. This is very encouraging, as it shows that the good people 
of our township are giving that unprejudiced and thoughtful at- 
tention to the school problems whicn will finally lead to the adop- 
tion of any plan that will improve our schools.— Z^/'ow Supf. J. R. 
Adams' report, Madison, Ohio, June, 1897. 

We have no doubt but that the present session of our state 
legislature will give us a general law for the state, giving all 
boards of education the privilege to centralize their schools, and 
that the time is not far distant when the sub-district school of 
Ohio will be of the past. 

F. E. MOKKISON, Kingsville, O. 




24 




3f. B. /iftorrison, :©. :©., 



SuPERiNTEXDEXT PuRiJC SCHOOLS, KiNGsviLLE, 0., author of "Centralization of 
Schools, its Needs and Advantages," and '"Methods and Reviews in U. S. 
History," is prepared to make a limited number of contracts with Institute 
committees for either Professional or Academic work, as Institute Lecturer 
and Instructor. 

Professor Morrison has had thirteen years' experience as a teacher and 
superintendent in the Public Schools of Ohio; for two years he was superin- 
tendent of Public Instruction in Orwell Normal Institute, at Orwell, Ohio. Six 
years ago he accepted the superintendency of the Kingsville Public Schools, at 
Kingsville, Ohio. During this time has been put in operation what 
is known as the "Kingsville System of Education.' This system pro- 
vides for the centralization of rural schools, and conveying the pupils in hacks 
to and from the central school. Kingsville was the first township in the State 
to adopt this system, thus becoming the banner township in this work in the 
State of Ohio. Under the direction of Professor Morrison, this system has 
been introduced in many townships in the state, and is receiving national 
consideration. "Professor Morrison is among the foremost instructors of 
Northeaster!) Ohio, and has been identified with Institute work for several 
years. " 

Correspondence solicited. 

F. E. MORRISON. 



Kingsville, Ohio. 



